men from the race of Sissag, whom he made sovereigns of this country. And he is said also to have done this, because he had learned from history, of the ancient renown and valor of this people. These Sisagan rules made alliances by marriage with the Parthian royal families, and were regarded as independent princes.

If we are not able clearly to identify these Sisagans with the Sakai or Sacae, who are supposed to be the Saxons of the East, we can, at least, trace many striking resemblances. Some further notices of this people may be given in a future number.

W. C. W.

After what has been said in previous articles, it is in point to notice the proper furnishing of the school-room. In this, no reference is made to those fixtures, which are primarily adapted to promote the bodily comfort and health of the child. The important relation of such furniture to the physical well-being of the young; also its adaptation as a means to a higher end, involving intellectual and moral considerations; and thus the desirableness that each school house should be furnished with becoming seats, desks and the like; these are points which have been already noticed. Attention is now called to that ap paratus and to those helps, which, as pertaining directly to the education of the mind and heart, have in view the clear elucidation of the branches taught and the genial unfolding of the powers exercised. In order to such a result, our school-houses need a furnishing of a peculiar kind. A part of it should be intellectual in its bearing, having as its aim, the visible presentation of the truth involved in the branches taught—an outward exhibition of the several points, which are constantly coming up in the subjects under consideration. It may, then, be well to devote a few moments to the rapid survey of a portion of the helps now brought into view.

Among these perhaps none is more important, (though it has to a great extent failed to be duly prized,) than a chart of the phonetic elements of the English alphabet.This is desirable as assisting the child, through the guidance of a judicious teacher, to attain in his daily speech to a clear, distinct and correct articulation. Few are so thoroughly masters of the sounds of their native language, simple and combined, as always to express them with propriety. How seldom, indeed, do any of us rightly

enunciate the words of our mother tongue, though we use them from the cradle to the grave. The benefit derived from the early and combined employment of such a chart, has as yet scarcely begun to be appreciated by many, since they have not become sensibly aware of the great defects generally prevailing in this particular. They have also failed duly to estimate the value of such instruction, insomuch as they have never witnessed the marked improvement which may be easily made by an entire school, or by large classes in it, from the devotion of a few moments once, or several times, a day to exercises of this character.

There is a second aid, the black-board, of which no school-room should be destitute.. Its use a few years ago, was as generally decried, as that of any of the improvements more recently introduced, and often objected to as innovations. All, however, or nearly all, have now come to acknowledge its importance, and to regard it as indispensable. And we may readily see that this judgment in regard to the usefulness of the article in question is correct, since it enables the teacher, or a pupil, to exhibit a proposed process to an entire class, or to the whole school at once, and thus without loss of time. Indeed, if the black-board be looked at merely in the light of economy, it is of the greatest moment. An explanation, or an illustra tion, given by this means to a class of twenty, may be more readily apprehended, and afford a clearer insight into the subject in hand, than the same repeated to each separately on the slate as many times as there are individuals. Thus, in this single instance, we discover a large gain; the minds of all are in a way to be vigorously called out in unison and sympathy with each other—a matter of no slight moment-while there is a saving of some nineteen-twentieths of the instructor's time, either for a more thorough exhi bition of the topic under consideration, or for other duties.

A chart of geometrical outlines furnishes another help of no small importance. Instead of this, actual blocks of

wood of the required sizes and shapes may be used. All the more common mathematical forms in space, with which we are wont often to meet, may be advantageously exhibited to the eye of the child. There should be before him visible representations of triangles, squares and circles, of pyramids, cubes and spheres, of cones, cylinders and prisms, as well as of all other and kindred forms, with which he needs early to become acquainted. The influence exerted by such representations, especially if there be a competent teacher to guide the pupil, is very salutary and of incalculable benefit. Brief exercises in drawing the several figures, thus brought to view, on the blackboard or on paper, not only make him familiar with their names, relations and proportions, but also impart a power and skill which are of lasting value. There is in this way gained an education of the eye, as to the forms and di mensions of objects, from the lack of which many in every community are left unfitted to become skilful workmen in the various mechanical arts. Such knowledge is also an excellent preparation for the mastery of several higher branches, which will subsequently engage the attention of a portion, at least, in every school.

Thus have been noticed a few points, which are deemed important in the furnishing of our school-houses. Without these aids, much is wanting which is calculated to advance the highest interests of the rising generation.There is, however, in a large proportion of our schools, a peculiar lack of appropriate apparatus of some of the kinds specified.

Indeed, there is often an almost utter deficiency, if not in all, yet in most of those helps to knowledge, which address the outward senses in the way already indicated. And it is now high time that these should be no longer neglected or discarded, simply on the ground that our fathers got along without them. They also succeeded in gaining a livelihood, without steamboats and railways, without mowers and reapers-improvements, with none

of which should we wish to dispense. It is no doubt a fact that good facilities for education were enjoyed fifty or a hundred years ago. Equally true is it that those then made use of, were not perfect; and we may infer that the means of instruction at this day employed are as susceptible of improvement, as hoes and pitchforks and various other implements of husbandry. Few, if any, competent instructors now fail to see, at least in part, the desirableness of a more thorough furnishing of our common school-rooms with the means necessary to the successful elucidation of the several different branches taught, or which ought to be taught, in every district, as occasion requires. And it is to be sincerely hoped that these and similar convictions will soon become more general. While all unnecessary changes, and every temptation to undue haste, should be avoided, we may certainly look with joy for the time, when not only teachers, but also parents and all in every neighborhood, will see this matter under a broader view, and in a clearer light. P.

Erratum in No. III; page 132, line 1st., instead of inquiry, read injury.

THE OLD FERULE.

BY B. P. SHILLABER.

Grim relic of a distant time,
More interesting than sublime!
Thou'rt fitting subject for my rhyme,

And touch'st me queerly;
Unlike the touch that youthful crime
Provoked severely.

It was a dark and fearful day

When thou held'st sovereign rule and sway,

And all Humanity might say

Could not avert

The doom that brought thee into play,

And wrought us hurt!